Social learning theory (SLT) assumes humans learn behavior through observation. This involves observing models, (modeling Seligman 2006), imitating their behavior, and learning to associate a certain response with a specific stimulus.

Factors that influence whether or not the observer decides to imitate and learn are consistency, identification with the model, the level of rewards/punishment, and association, (Bryan et al. 2018, pg 275).

Source
Bryan, Christian, Christos Halkiopoulos, and Peter Giddens. Psychology. Pearson UK, 2018.

Subject Content	Need to Know
Classical Conditioning	Main features—unconditioned stimulus (UCS); unconditioned response (UCR); conditioned stimulus (CS); neutral stimulus (NS); conditioned response (CR); extinction Pavlov (1927) experiment with salivation in dogs
Operant Conditioning	Main features—reinforcement and punishment (positive and negative) – Primary and secondary reinforcement and schedules of reinforcement – Behavior modification, including ‘shaping’ behaviour
Social Learning Theory	Main features—observation, imitation, modelling and vicarious reinforcement – Social learning ‘stages’ of attention, retention, reproduction and motivation (reinforcement). – Bandura (1961, 1963) original Bobo doll experiments – Bandura (1965) Bobo doll experiment with vicarious reinforcement
Phobias and Treatments	– How learning theories explain the acquisition and maintenance of phobias – Treatments for phobias based on theories of learning, including systematic desensitisation and one other
Individual differences	People differ because of different environmental influences and experiences, ie. in the form of rewards and punishments and models observed
Developmental psychology	– The idea that development is through patterns of rewards and punishments – Social learning theory’s idea that development is through observation of others
Questioning Methods in Research	Human research – The use of the observational research method in psychology, including the gathering of both qualitative and quantitative data (including tallying, event and time sampling). – Types of observation: participant, nonparticipant, structured, naturalistic overt and covert Animal research – Generalizability – Ethical issues, ie. Scientific Procedures Act (1986) and Home Office Regulations Analysis of data – With regard to inferential statistics: levels of measurement; reasons for choosing a chi-squared test; comparing observed and critical values to judge significance; the chi-squared test. Scientific status of psychology, including: – Replicability, reliability, validity (internal, predictive and ecological), reductionism, falsification, empiricism, hypothesis testing, and use of controls.
Classic Study	Watson and Rayner (1920) Little Albert: Conditioned emotional reactions.
Contemporary Study	Becker et al. (2002) Eating behaviours and attitudes following prolonged exposure to television among ethnic Fijian adolescent girls Bastian et al. (2011) Cyber-dehumanization: Violent video game play diminishes our humanity Capafóns et al. (1998) Systematic desensitisation in the treatment of the fear of flying
Key Questions	– Is the influence of role models and celebrities something that causes anorexia? – Would it be a good idea for airline companies to offer treatment programmes for fear of flying?
IDA	● Ethics ● Practical issues, ie. generalizability ● Reductionism (in the way behaviorism reduces behavior into parts to be studied). ● Comparisons between the different learning theories ● Culture (ie. relates to reinforcement patterns in learning theory as well as social learning theory and what is modelled) ● Nature-nurture ● Issues of social control (ie. use of learning theories in therapy can be social control, including issues of power of the therapist) ● The use of psychological knowledge within society (ie. using patterns of reward to shape behaviour in schools or prisons).

Compare and contrast classical, operant conditioning; and social learning theory.

Learning is a multifaceted process, and three prominent theories—classical conditioning, operant conditioning, and social learning—offer diverse perspectives on how behaviors are acquired and modified. Let’s delve into these theories, exploring their similarities and differences.

Similarities:

1. Behavior Modification: All three theories focus on modifying behavior, albeit through different mechanisms.
2. Stimulus Association: Classical and operant conditioning both involve associating stimuli with responses, albeit in distinct ways.
3. Influence of Environment: Each theory acknowledges the influence of environmental factors on learning outcomes.

Differences:

1. Nature of Response: Classical conditioning elicits involuntary responses, while operant conditioning and social learning involve voluntary actions.
2. Role of Consequences: Operant conditioning heavily relies on consequences (reinforcements or punishments), whereas classical conditioning and social learning theory focus more on stimulus-response associations and observational learning, respectively.
3. Learning Mechanisms: Classical conditioning is passive, with responses learned through stimulus association. Operant conditioning involves active participation, with behaviors shaped by consequences. Social learning theory emphasizes observational learning, modeling, and vicarious reinforcement.

In essence, while these theories share the goal of behavior modification, they diverge in their approaches and underlying mechanisms. Understanding these distinctions enriches our comprehension of learning processes and their applications in various contexts.